Mathematical board



Patented Aug. 192

STPEELS ALBERT A. GAMBLE, OF

RCHESTER, NEW YORK.

MATI-IEMITICAL BOARD.

Application filed July 27,

To all wil/0m it may concern d Be it known that l, Amann" A. GAMBLE, acitizen ot' the ,United States, residing at Rochester, in the county ofMonroe and Stateot `New York, have invented certain neu7 and usefullmprovements in VMathematical Boards, ci which the tollowing'is aspecification. d Y Y TheY object ci this invention is to provide animproved type of mathematical board on which a combination of numbersand color areas are used to lindA the result of the problem to befigured with the help of the board. Y

4These and other objects of this invention will be fully illustrated inthe drawing, described in ,the specification and pointed out in theclaims at the end thereof.

ln the accompanying drawing:

Figure 1 is a top plan view of the board. Figure 2 is a verticaltransverse section of the board,Y the section being" taken on the line2X2Xot Figure 1. *v

Figure 3 is a detailview of one ot the. buttons used for multiplying onrthe board.

Figure 4l- Vis a detail ot Fig. 1 on enlarged scale showing a. pluralityof colored buttous and areas. f i ln the several figures oi: thedrawingr like reference numerals indicate like'parts.

hiathematical boards ot the type illustrated in 'the accompanyingdrawing,r and :toru'iing the subject matter of' my present invention areintended for teaching children multiplication. In this mathematicalboard numbers and colors are so combined and matched that the child willquickly and easily learn to operate they mathematical board aud teachhimself the multiplication of the numbers given ou the board.

As illustrated in the drawing, the mathematical board is made up of atable 1 coutainingv the numbers giving the result ot the multiplicationot' two factors taken 'from the numbers 1 to 12finclusive contained onthe movable buttons 2, 2. These buttons are adapted to slidein suitabletracks 3 located adjacent to the numbers on the table 1 each number onthe tablel havinga track 3 located at the top and bottom thereof. As thenumbers on the table 1 are placed in a series of parallel rows thetracks 3 form a corresponding` series of parallel rows at the top andbottom of each of the numbers. In addition to these parallel tracks 3, atrack et at right. ana-les to the tracks 3 is 1922. serrano. 577,892,

located at thev beinning andi-end of the'V l respectively so that thebuttons can be 'Y placed into'these eiitensionsl leaving the i' table 1clear. Y As illustrated in Figure 1 two series of twelve buttons markedfrom 1 to 12 inclu- Isive are used on the mathematicalfboard.

For convenience 1n the operation .of the vboardone of each ot' these twoseries is located on each side of the table. The buttons 2 are coloredsothat each number in the two series` will have a corresponding r icolor, thus the vbuttons containing the numbers 12 for example may becolored pinln The colors of the buttons are also contained in smallvcolor areas 5,5 adjacent to the numbers on thel table `1.\ These color.-

ereas 5 are so distributed over thetable l that colorrareas of a certaincolor are located adjacent to a number on the table 1 of which thenumbery of a similarly colorcdbutton 2 is a factor. Thus in the vcaseVof the Vpink colored buttons marked 12 it will be found that any numberon the table 1 of which 12 isa factor will have a pink color area 5located at either the top or bottom or both vthe top and bottom. F orexample the numeral 1414 contained at the left hand end of the top rowof numerals of the table 1 will have a pink color area at C the topy andbottom thereof. The next number 132 will have a pink color area 5 at thetop and a blue color area 5 at the bottom corresponding to the bluebuttons 2 containing' the numbers 11. n This color scheme of the colorareas 5 and corresponding colored buttons 2 is carried throughout the Yltable 1 so that the child will at a glance be able to pick out thenumbers on the buttons which are factors in a'predetermined number onthe table by simply matching the Color area 5 oi the number withthe-.correspondingly colored buttons 2. The board as illustrated inFigure 1 andr as above pointed out is provided with a combination ot buttwo colors for each number on the table. This means that only twofactors taken from the numeralsr 1 to' 12 of the buttons can be matchedfor each' of these numbers. rl`his excludes other combinations offactors that are possible for several of the numbers. Thus for examplethe number 36 can be Vmade up with a combination of the factors 3 and12, @Land 9, 6 and 6. Only 'one of these Ycan be made up on themathematical board as illustrated. l'

ln order to make the other combinations possible, Vthree different colorareas must be lplaced adjacent to the number 36 and distinguished fromeach other as labove indicated. Of Acourse only one pair of thesefactors could be matched in this Way at a time and for 'this reason thecombination of but two factors is illustrated-for each number in orderto make the mathe-l Y matical board more readilyunderstoodf To teachmultiplication this combination of colors and numbers is used asfollows.

1 has a pink color area 5 located at the 'top and bott'omrthere'of. rThechild therefore takes two buttons 2 which are correspondingly coloredaiid'moves them inv the tracksy and l until one ofthem is located acentto one ofthe pink color areas and the other is located adjacent to theother color areas. hen this is' done the child Will'notice that 'each'of the pinlrcolor'ed buttons Vcontains the number 12'slioWing that bymultiplying 12 by 12 the resultwill be 144 as given on the table.

-ln'a case oflthe'number132- a pink 'and a blue hutten one 'at the topandthe other at tl'iebottoni of thev number must be used .to `match thecolor vareas 5 forv thisnumber.

When' this is done ,it Tvill be foundthat the `blue button 'contains thenumeral 11 and the As 'above described the numeral 144; en the tablepink button, thenum'eral 12 indicating that the 1l times 19 is 132 asgiven on the table.

rEhe buttons 2 are made as illustrated in Figure 3 havingI afcurvedrounding top 6, a neck Y of reduced diameter and a cylindrical Vforni ofinverted T slot cut into or built up in the mathematical board, and thebut- `tons2 are adapted to engage into these T slots as illustrated inFigure 2. rfhis engagement of the buttons With'tlie slots form ing thetracks servesto'y guide thebuttensv indicating the numerals of'theWcorrespond-- ing colored buttons Which are factors'foftheyrespective numbers. Y

, 1? .rj 1. In a calculating board, the comoination of a table 'ofnumbers, color areas placed A`adjacent to numbers on said table, coloredbuttons `containingnumbers, the colors ofv said4 buttons corresponding'to' said ,colorV areas'VV adjacent 'to-'the numbers yon said table, thecolor areas adjacent toveaclijof said numbers indicating the numeralsofthe corresponding spective numbers,` tracks adj aeent to VSaid colorareaste guidesaid buttons to said color In'testimony whereof I afx' mysignature.

"ALBERT iii; GAMBLE.

V*colored buttons which are vfac-ters yofthe re-

